Page 150 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 150
ble while considering the context of each individual (teacher and student)
and consequently a better understanding of expectations. Greater motivation
moreover reduces the probability of undesired student outcomes, which refers
to students with outcomes that do not meet the expectations of their environ-
ment and their own goals in terms of their abilities and other circumstances.
The factor that can be systematically addressed more than any other dur-
ing professional development of teachers, and which allows the education
process to then be altered, is without doubt updating educational policy. The
first and fundamental precondition for changing conceptions and actions and
bringing them closer to the conceptions of students is the provision of sys-
temic conditions for professional development. Appropriate incentives, pro-
vided for by a system-wide framework of conditions, need to be put in place
to increase awareness of a process-oriented teaching practice. While a sys-
temic push to implement such practice is definitely welcome, a successful
application also requires strengthening individuals’ awareness of the impor-
tance of process-oriented teaching and learning and the awareness of differ-
ent conceptions by teachers and students regarding teaching, learning and
150 achievement.
The fundamental challenge that can contribute to a change in concep-
tions and actions of students and teachers is the question of whether the edu-
cation process addresses the needs of all of its participants including teachers.
Recognising the needs of those participants in the present and the near future
is surely the factor that must come to the attention of education-policy mak-
ers and performers.
References
Bell, B. (1993). Taking into account students’ thinking: A teacher development
guide. Centre for Science and Mathematics Education Research, University
of Waikato, Hamilton, New Zealand.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cog-
nitive Domain. New York: David McKay Co Inc.
Bolhuis, S., and Voeten, M. J. M. (2004). Teachers’conception of student learning
and own learning. Teachers and teaching: theory and practice, 10 (1), 77–98.
Boytazis, R. E. (2006). An overview of intentional change from a complexity
perspective. Journal of Management Development, 25 (7), 607–623.
Chang, J. (2011). A Case Study of the »Pygmalion Effect«: Teacher Expectations
and Student Achievement. International Education Studies 4 (1), 198–201.
student (under)achievement: perspectives, approaches, challenges
and consequently a better understanding of expectations. Greater motivation
moreover reduces the probability of undesired student outcomes, which refers
to students with outcomes that do not meet the expectations of their environ-
ment and their own goals in terms of their abilities and other circumstances.
The factor that can be systematically addressed more than any other dur-
ing professional development of teachers, and which allows the education
process to then be altered, is without doubt updating educational policy. The
first and fundamental precondition for changing conceptions and actions and
bringing them closer to the conceptions of students is the provision of sys-
temic conditions for professional development. Appropriate incentives, pro-
vided for by a system-wide framework of conditions, need to be put in place
to increase awareness of a process-oriented teaching practice. While a sys-
temic push to implement such practice is definitely welcome, a successful
application also requires strengthening individuals’ awareness of the impor-
tance of process-oriented teaching and learning and the awareness of differ-
ent conceptions by teachers and students regarding teaching, learning and
150 achievement.
The fundamental challenge that can contribute to a change in concep-
tions and actions of students and teachers is the question of whether the edu-
cation process addresses the needs of all of its participants including teachers.
Recognising the needs of those participants in the present and the near future
is surely the factor that must come to the attention of education-policy mak-
ers and performers.
References
Bell, B. (1993). Taking into account students’ thinking: A teacher development
guide. Centre for Science and Mathematics Education Research, University
of Waikato, Hamilton, New Zealand.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cog-
nitive Domain. New York: David McKay Co Inc.
Bolhuis, S., and Voeten, M. J. M. (2004). Teachers’conception of student learning
and own learning. Teachers and teaching: theory and practice, 10 (1), 77–98.
Boytazis, R. E. (2006). An overview of intentional change from a complexity
perspective. Journal of Management Development, 25 (7), 607–623.
Chang, J. (2011). A Case Study of the »Pygmalion Effect«: Teacher Expectations
and Student Achievement. International Education Studies 4 (1), 198–201.
student (under)achievement: perspectives, approaches, challenges
